Q1 Week 2 Modal of Prohibition

REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
Region VII-Central Visayas
SCHOOLS DIVISION OF BOHOL
WEEKLY LESSON PLAN
Teacher’s Name: Adelee May R. Lara Quarter: 1

Subject and Grade Level: English 9 Week: 2
Learning Competency: Express permission, obligation and prohibition

MOST using modals. (EN9G-IIe-20)
ESSENTIAL  Knowledge: Identify and define the modals "can't" and "mustn't"
LEARNING as expressions of prohibition.
COMPETENCY  Skills: Practice speaking and writing sentences using "can't" and
– (MELC) "mustn't" to express prohibition effectively.
 Attitude: Recognize the importance of following rules and
prohibitions in various contexts.
CONTENT Modals of Prohibition

LEARNING MELC based modules
RESOURCES
PROCEDURES A. Preparation
 Opening Prayer
 Setting the classroom environment (arranging the chairs,
checking if the classroom is clean and orderly).
 Checking of attendance
 Stating the objectives of the lesson.
 Activating Prior Knowledge
B. Presentation
1. Drills/Activity:
 Present a set of sentences on the board, one at a time. Ask
students to identify which modal verb (musn’t, can’t) fits best in
each sentence.
 Example sentences:
 You _____ talk during the exam.
 It's late, so you _____ stay out too long.
 We _____ use our phones in class.
 She _____ eat too much junk food; it's not healthy.
Students _____ forget to do their homework
C. Lesson Proper
Modals of Prohibition
 We use can’t and mustn’t to show that something is prohibited –
it is not allowed.
 Can’t is used to express lack of ability or permission.
Example: You can’t enter this area without proper authorization.
 Musn’t is used to indicate a strong prohibition, often due to rules
or safety concerns.
Example: You musn’t smoke in this building.
D. Problem
 Divide the class into pairs or small groups and have them role-
play scenarios involving prohibitions using "mustn't" and "can't."

E. Generalization
 Encourage students to generalize the use of "mustn't" and "can't"
in different contexts.
 Discuss how using the correct modal is essential for effective
communication and compliance with rules.
 In summary, our discussion today highlights the significance of
obeying rules and prohibitions in various aspects of life. Rules
help maintain order, ensure fairness, and keep us safe, while
prohibitions prevent us from making harmful choices. It's
important to understand the reasons behind rules and to address
concerns when rules seem unfair. Ultimately, following rules and
prohibitions is a fundamental part of being responsible and
contributing members of society.
F. Evaluation
Directions: Fill in the blank. Choose the appropriate modal of prohibition
to use in the following sentences. Write your answer on the blank
provided.
1. You _____ speak loudly in the library.
2. Students _____ use their mobile phones during the school
assembly.
3. In this museum, you _____ touch the artwork.
4. She _____ stay up too late on a school night.
5. Drivers _____ exceed the speed limit on this road.
6. We _____ forget to lock the front door when we leave the house.
7. At the amusement park, you _____ enter this ride if you're under
48 inches tall.
8. You _____ talk to strangers on the internet.
9. During the experiment, you _____ mix chemicals without
wearing safety goggles.
10. In a no-smoking area, you _____ smoke.
Remarks
Prepared by:
ADELEE MAY R. LARA

SST – I Noted by:
ZENAIDA Y. MASCARIÑAS
Secondary School Principal I
Lesson Plan: Modals of Prohibition - Mustn't and Can't
Grade Level: 9th Grade
Duration: 60 minutes
A. Revising previous lesson or presenting the new lesson:
 Begin by asking students to recall what they know about modal verbs and their various
functions.
 Explain that in this lesson, we will focus on modals of prohibition, specifically "mustn't"
and "can't."
B. Establishing a purpose for the lesson:
 Clarify that the purpose of this lesson is to understand how to use "mustn't" and "can't"
correctly to express prohibition and to differentiate between them.
C. Presenting examples/instances of the new lesson:
 Provide examples of sentences using "mustn't" and "can't":
 Mustn't: "You mustn't smoke in this building."
 Can't: "You can't enter this area without proper authorization."
D. Discussing new concepts and practicing new skills #1:
 Explain that "mustn't" is used to indicate a strong prohibition, often due to rules or safety
concerns.
 Discuss how "can't" is used to express a lack of ability or permission.
 Give examples and ask students to identify whether "mustn't" or "can't" is appropriate in
each case.
E. Discussing concepts and practicing new skills #2:
 Provide scenarios and ask students to create sentences using "mustn't" and "can't" to
convey prohibition.
 Discuss their sentences as a class and check for accuracy.
F. Developing mastery (Leads to Formative Assessment 3):
 Distribute a worksheet with sentences where students must choose between "mustn't" and
"can't."
 Circulate to provide assistance and check for understanding.
 Review the answers as a class.
G. Finding practical applications of concepts and skills in daily living:
 Engage students in a discussion about real-life situations where "mustn't" and "can't" are
commonly used, such as in school rules, safety regulations, and signs.
 Emphasize the importance of following prohibitions for safety and order.
H. Making generalizations and abstractions about the lesson:
 Encourage students to generalize the use of "mustn't" and "can't" in different contexts.
 Discuss how using the correct modal is essential for effective communication and
compliance with rules.
I. Evaluating learning:
 Conduct a class activity where students create their own rules for a fictional setting using
"mustn't" and "can't."
 Review their rules to evaluate their understanding of the lesson.
J. Additional activities for application or remediation:
 Divide the class into pairs or small groups and have them role-play scenarios involving
prohibitions using "mustn't" and "can't."
 Homework assignment: Ask students to write a short paragraph explaining a rule or
prohibition using one of the modals.
Assessment:
Formative Assessment 3: Worksheet completion and class activity where students create rules
using "mustn't" and "can't."
Closure:
Summarize the key points of the lesson and emphasize the importance of understanding and
following prohibitions in different contexts. Encourage students to be mindful of when to use
"mustn't" and "can't" in both written and spoken English.

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REPUBLIC OF THE PHILIPPINES

WEEKLY LESSON PLAN

Teacher’s Name: Adelee May R. Lara Quarter: 1

Learning Competency: Express permission, obligation and prohibition

CONTENT Modals of Prohibition

ADELEE MAY R. LARA

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